During the exchange I was discussing in the previous post, Becky (Wood) shared an example of one of the resources she had been using to provide whole class feeback:
During a daily observation, this tweet dropped into my timeline:
At the time, I think I’m right in saying the author, Lauran, was a trainee teacher, so her question was perhaps pitched towards those with wider experience. Including the hashtag #teamenglish helps in that regard, and through its reach, draws in a variety of responses. #teamenglish and the account which acts under the same banner (@Team_English) are relatively young, but have enjoyed an explosion of interest in the year since their inception. An interesting case to study in their own right perhaps, but for now I’ll stay on track and explore
where Lauran’s tweet took me what assembled as a result of Lauran’s tweet.Read More »
Having set thesis drafting aside pending feedback from my supervisors, I’ve returned to my data … and each time I write that phrase ‘my data,’ it bothers me. It’s really not my data at all; I don’t have any particular rights over them, other than, with the help of a bunch of other folk. having assembled them together. Anyway, I’ve returned to my flânografie and am casting my eyes back over the notes I made during the seven months of participant observation. These were the episodes which appeared on Twitter, sometimes in my timeline, sometimes through using search terms on Tweetdeck and often as a result of someone pointing me towards a tweet or post they thought I might find interesting.
In this instance I have Andrea Stringer to thank for pointing me towards the blog post which prompted me to write this. “22 Ways To Use Twitter With Bloom’s Taxonomy” was written by Aditi Rao, @TeachBytes on Twitter. Usually when an item like this came into view, I’d make some notes describing what I saw and adding a few reflective comments. Back in January of 2017 when I read Aditi’s post, I remarked neither on Aditi’s brief introduction to the graphic, nor on its contents. What struck me more was the effect it was having on other people and how they might be learning from it. My attention was therefore drawn to the ways in which other people had interacted with the post and their reactions to it.Read More »
Several happenstances intersected to bring me to the point where I’m embarking on a different approach to my analysis which is more coherent with my overall study, as I outlined here. The purpose of this post is to put a little more flesh on the bones of the initial phase in which I explore data.
There were two strands which, though unconnected, brought me to this point. The first, as I mentioned in the previous post, was Martina mentioning the process of ‘data walking’ by Eakle (2007). The second was exchanges with Deborah and me becoming intrigued by her blog title, the édu flâneuse and then captured by the quote with which she subtitles it:
“For the perfect flâneur, for the passionate observer, it’s an immense pleasure to take up residence in multiplicity, in whatever is seething, moving, evanescent and infinite: you’re not at home, but you feel at home everywhere, you’re at the centre of everything yet you remain hidden from everybody.” Baudelaire
When I began to explore further, there seems to a small but significant (and eclectic) body of research which draws on the notion of the flâneur in different ways. First it might help if I outline the origins:Read More »
As thesis drafting has increasingly occupied my time, posts on here have become noticeably less frequent. I must confess that I’ve been finding it realllly tough going! I can knock out a 1000 word blog post in three hours or so, but the same amount of time is often only delivering a tenth that towards my thesis. I suspect that’s because I’ve elected to start with (WARNING: the following terms will not survive through to the final thesis!) a discussion of the literature, the theoretical framing and the methodological approach. All sections draw heavily from the literature so when you’re constructing an argument, you need to pull together the ideas expressed by a number of authors. Although I (usually) know the arguments I want to make, finding the references within the literature is incredibly time consuming. Clearly the notes I made during the earlier stages of my research weren’t up to the job and I now begin to see why some doctoral programmes require you to produce literature reviews very early. I must confess though, that I was in no position 12 to 18 months ago to do that. I’ve only recently begun to feel capable of writing about actor-network theory, sociomaterial approaches and other poststructural and new materialist ways of thinking. For me, there was no shortcut to getting some sense of understanding; it simply needed time for me to grapple and wrestle, to chew and chomp, masticate and munch.Read More »
Using the Treeverse application I mentioned in the last post, I’ve now gone back through my field notes to some of the exchanges I came across during my participant observation. Some were brief and some were longer, but Treeverse provided a rather different perspective, and in several cases brought in some tweets that DataMiner hadn’t captured. In addition to being able to get a better sense of how the exchanges unfolded with time and being able to quickly swap between different threads, the tree view provides an immediate snapshot which is informative in itself.Read More »
During the past few months, I’ve participated in a number of exchanges on Twitter that have been part of my research. Sometimes this has been no more than a couple of tweets back and forth with one other person. At other times it’s been a more extended discussion involving several people; multiple voices, multiple tweets. What I’ve struggled with over the past year or so, is finding a tool which will display the exchange in a way that simplifies reading the thread(s). If you’ve ever tried reading and making sense from a string of replies to a tweet, you’ll know how tricky this can sometimes be.
When there are a number of responses to a tweet, Twitter lists them in chronological order with the most recent at the top. If someone replies to one of those initial responses though, Twitter begins to thread those discussions together by grouping them under one another. So in each group, tweets are arranged chronologically as before, and all groups are arranged chronologically too. Within a group then, things are fine, but it becomes difficult to appreciate the overall timeline, especially if new channels of conversation open up. Here, the vertical, linear display just gets in the way.Read More »
I’m in the midst of ‘data walking’ and rereading the interviews, blog posts, tweets and observations I’ve made over the past year or so. One episode opened up when I was copied in on a tweet by Aaron:
The post referred to in the tweet was one in which Aaron was reflecting back after concluding a week occupying the ‘chair’ of a RoCur account, @EduTweetOz. RoCur is Rotation Curation and is where a different person each week takes the helm of social media account, usually Twitter. For @EduTweetOz:
“Each week a different educator will take responsibility for tweeting. We hope that people will use the space to share their experiences, pose questions, engage in dialogue about current educational issues and help each other out.
Guest tweeters and other educators will be showcased on this blog to share their passion for education with the wider community.”
This was a phenomenon that I was only peripherally aware of so Aaron’s post provided the incentive to dig a little deeper.Read More »